What is the classroom culture that you foster to support able learners?
Vicki Pike was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. In this article, she writes about her experiences of working with students at Key Stage two.
This article looks at how images, concrete apparatus and representations can help students develop deeper understandings of abstract mathematical ideas.
This article for teachers describes several games, found on the site, all of which have a related structure that can be used to develop the skills of strategic planning.
This article for teachers describes the exchanges on an email talk list about ideas for an investigation which has the sum of the squares as its solution.
This article looks at how the National Curriculum aims of problem solving, reasoning and fluency can be embedded in geometry, using NRICH tasks.
In this article for teachers, Liz Woodham describes the criteria she uses to choose mathematical games for the classroom and shares some examples from NRICH.
Here are description of the group roles used in our group worthy tasks, and others.
This article for teachers suggests a range of activities to help children get better at working in groups.
In this article for teachers, Jennie Pennant outlines how group-worthy tasks support the development of children's problem-solving skills.
This article for primary teachers outlines the reasons for us selecting the tasks in our Hidden Gems Feature.
This article for teachers outlines one school's research project to explore how children, girls in particular, could be motivated in Maths through a more practical approach.
This article for primary teachers expands on the key ideas which underpin early number sense and place value, and suggests activities to support learners as they get to grips with these ideas.
Being stuck is usually thought of as being a negative state of affairs. We want our pupils to succeed, not to struggle. Or do we? This article discusses why being stuck can be fruitful.
In this article, Malcolm Swan describes a teaching approach designed to improve the quality of students' reasoning.
This is activity 1.1 in the series of activities designed to support professional development through integrating rich tasks. This activity looks specifically at what makes an activity "rich".
These two tasks are designed to support professional development on integrating rich tasks. You are asked to think about what problems that encourage Higher Order Thinking Skills look like.
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
This professional development activity encourages you to investigate what pupils are doing when they problem solving.